Preservice teachers’ culturally responsive teaching self-efficacy and outcome expectancy beliefs

By Kamau O. Siwatu. 2007

541 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0f76e85b9211da9f48497ace3cab0f88c6b0d899

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Citations in the corpus

Examining How Proactive Management and Culturally Responsive Teaching Relate to Student Behavior: Implications for Measurement and Practice (2018, methodology): “…management (Emmer & Hickman, 1991; Lin, Gorrell, & Taylor, 2002; Woolfolk, Rosoff, & Hoy, 1990) and teaching students from diverse backgrounds (Banks, Dunston, & Foley, 2013; Chu, 2013; Guyton & Wesche, 2005; Pang & Sablan, 1998; Siwatu, 2007; Sorrells, Schaller, & Yang, 2004; Tucker et al., 2005).”
Preservice Teachers’ Culturally Responsive Teaching Self-Efficacy-Forming Experiences: A Mixed Methods Study (2011, methodology): “Using Bandura’s (1997) social cognitive theory as a basis for his reasoning, Siwatu (2007) argued that teacher educators should also nurture prospective teachers’ culturally responsive teaching self-efficacy (CRTSE) beliefs.”
What Is Diversity? (2010, background): “…little research has focused on efficacy as a measurement for successful teaching of multicultural issues (exceptions include Guyton & Wesche, 2005, and Siwatu, 2007), the application of teacher efficacy research to culture is a natural extension of a research project deeply concerned with agency.”
Teachers’ Beliefs, in the Context of Policy Reform (2016, background): “, Ciani, Summers, & Easter, 2008), intentions to engage in culturally responsive practices (Siwatu, 2007), and intentions to persevere in classroom contexts (Milner & Hoy, 2003).”
TESOL Teacher Education: Novice Teachers' Perceptions of Their Preparedness and Efficacy in the Classroom (2012, background): “…education (e.g., Podell & Soodak, 1993; Soodak & Podell, 1993, 1996, 1998), and in various teaching contexts such as culturally responsive teaching (e.g., Siwatu, 2007), resolving cultural conflicts (e.g., Siwatu & Starker, 2010), and teaching in urban and suburban schools (e.g., Siwatu, 2011).”
An Examination of Teachers’ Culturally Responsive Teaching Self-Efficacy (2020, methodology): “The full survey protocol is included in Table 2, and more information about the survey’s development and validation can be found in Siwatu (2007).”
Voices From Urban Classrooms: Teachers’ Perceptions on Instructing Diverse Students and Using Culturally Responsive Teaching (2018, methodology): “The qualitative results consistently supported these identified factors from the CRTSE.”
Promoting Cultural Responsivity and Student Engagement Through Double Check Coaching of Classroom Teachers: An Efficacy Study (2018, background): “The Culturally Responsive Teaching SelfEfficacy Scale (15 items; Siwatu, 2007; α = .82) also measured teachers’ culturally responsive self-efficacy in addition to the teachers’ assessments of their ability to connect with diverse students (e.g., “I implement strategies to minimize the effects of…”
Towards a re-conceptualization of teachers' self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on (2014, background): “As Siwatu (2007, 1097) reports, these particular item-specific responses were ‘the most important findings’.”
The measurement of classroom management self‐efficacy: a review of measurement instrument development and influences (2011, methodology): “Bandura developed guidelines on how best to create SE scales to ensure greater scale and item validity (Siwatu, 2007).”
Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being (2016, unknown): “…& Johnson, 2011), science (Riggs & Enochs, 1990), inclusive practices (Malinen et al., 2013), technology (Sang, Valcke, van Braak, & Tondeur, 2010), and discipline (Brouwers & Tomic, 2000), or extended the scope of TSE to the organizational (Friedman & Kass, 2002) or cultural domain (Siwatu, 2007).”
Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, unknown): “However, there may be additional competencies that teachers consider in evaluating their capabilities (e.g., teachers’ perceived capability to enact culturally responsive pedagogy, Siwatu 2007).”
Weaving Cultural Relevance and Achievement Motivation Into Inclusive Classroom Cultures (2018, background): “, Sleeter, C. (2015). Toward an ethnic studies pedagogy: Implications for K–12 schools from the research. The Urban Review, 47(1), 104–125. doi:10.1007/s11256-014-0280-y Trautwein, U., Marsh, H. W., Nagengast, B., L€udtke, O., Nagy, G., & Jonkmann, K. (2012). Probing for the multiplicative term in m”